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MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Area: English as a Grade/Course: 7th EGB Class:
Foreign Language
Unit number: 2 TEXTBOOK: Unit Specific Objectives: O.EFL.3.5 Use print and digital
ABRACADABRA tools and resources to investigate
Unit Title: UNIT 2 real-world issues, answer questions
or solve problems.
TRANSVERSAL Solidarity, justice, innovation PERIODS: STARTING WEEK:
AXES:
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED INDICATORS FOR THE EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS: COMMUNICATION AND CULTURAL AWARENESS:
EFL.3.1.8 Interpret and demonstrate knowledge of nonverbal and oral CE.EFL. 3.4 Develop the skills to work collaboratively using a range of verbal and
communication features in classroom activities, and understand the contexts in nonverbal communication features and apply self-correcting and self-monitoring
which they are used appropriately. strategies in social and classroom interactions.

ORAL COMMUNICATION: ORAL COMMUNICATION:

EFL.3.2.9 React appropriately to what others say using verbal and non-verbal back- CE.EFL.3.10 Participate effectively in familiar and predictable conversational
channeling, or by asking further simple questions to extend the interaction. exchanges by sharing information and reacting appropriately in basic interpersonal
interactions.

READING: READING:
EFL.3.3.2 Show understanding of some basic details in short simple cross-curricular CE.EFL.3.12 Display an understanding of some basic details in short simple cross-
texts by matching, labeling and answering simple questions. curricular texts from various sources by matching, labeling and answering simple
questions, and use the information gathered in order to organize and discuss
WRITING: relationships between different areas.

EFL.3.4.9 Make effective use of a range of digital tools to write, edit, revise and
publish written work in a way that supports collaboration.
LANGUAGE THROUGH THE ARTS:
EFL. 3.5.8 Create stories, poems, songs, dances and plays including those that reflect
traditional and popular Ecuadorian culture, observing the conventions of the genre.
WRITING:
CE.EFL.3.20 Demonstrate an ability to use a variety of digital tools during the writing
process in order to collaborate on well-constructed informational texts.
LANGUAGE THROUGH THE ARTS:

METHODOLOGICAL
RESOURCES
STRATEGIES
Playing games that practice
classroom language and turn-
taking.
Comparing answers in pairs or
small groups.
Practicing the language needed to
resolve group conflict through mini
role plays.
Participating in a school-wide
campaign.
Raising hands when clarification is
needed.
Playing games to foster
communication in class.
Doing a mingle activity where
learners meet and greet each
other and ask and answer
questions.
Establishing a clear expectation of
English use for classroom
functions.
Conducting a role play between
two students on a given topic.
Reading a short text and showing
comprehension by completing the
graphic organizer.
Reading two short simple cross
curricular texts and finding things
that are similar in both texts and
things that are different.
Underlining connectives from a
text and then using them to
CE.EFL.3.25 Observe and expand on the conventions of genre in order to create a
variety of texts that reflect traditional and popular Ecuadorian culture and identify
select literary elements in order to relate them to other works, including the learner’s
own writing.
EVALUATION ACTIVITIES
PERFORMANCE INDICATORS
TECHNIQUES / INSTRUMENTS
COMMUNICATION AND CULTURAL AWARENESS:
I.EFL.3.4.1 Learners can demonstrate an ability to
work in pairs and small groups using level-
appropriate verbal and nonverbal communication
features and apply self-correcting and self-
monitoring strategies in social and classroom
interactions.
ORAL COMMUNICATION:
I.EFL.3.10.1 Learners can use back-channeling to
react appropriately to what others say about
familiar topics in predictable, everyday situations
and when carrying out pair work for a specific
task in class. Learners can ask questions to extend
an interpersonal interaction.
READING:
I.EFL.3.12.1 Learners can match, label and answer
simple questions about basic details in a short
simple cross curricular text. Learners can organize
and discuss information from different sources of
academic content.
WRITING:
I.EFL.3.20.1 Learners can effectively use a range
of digital tools during the writing process in order
to collaborate on producing well-constructed
informational texts
LANGUAGE THROUGH THE ARTS:
complete another text on a I.EFL.3.25.1 Learners can create stories, poems,
different subject. etc to reflect traditional and popular Ecuadorian
Reading a text and using a culture, observing the conventions of the genre.
checklist to talk about how it is Learners can find and identify selected literary
organized. elements in texts to relate them to other works
Doing pair editing, where pairs and personal experiences
work together in order to find
errors in a text and then rewrite
the text without the errors.
Reading a myth from Ecuador and
writing a song about it.
Completing a chart with literary
elements from a text seen in class.
Identifying elements of a story.
Discussing similarities and
differences between a text and the
learner’s experience.

3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

CLIL COMPONENTS MATH: READ AND WRITE THE PRICES

PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Coordinator: Viceprincipal:
SIGNATURE: SIGNATURE: SIGNATURE:

DATE: DATE: DATE: